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Educational Linguistics Gregory Hadley English for Academic Purposes in Neoliberal Universities: A Critical Grounded Theory Educational Linguistics Volume 22 Series Editor: Francis M Hult Lund University, Sweden Editorial Board: Marilda C Cavalcanti Universidade Estadual de Campinas, Brazil Jasone Cenoz University of the Basque Country, Spain Angela Creese University of Birmingham, United Kingdom Ingrid Gogolin Universität Hamburg, Germany Christine Hélot Université de Strasbourg, France Hilary Janks University of Witwatersrand, South Africa Claire Kramsch University of California, Berkeley, U.S.A Constant Leung King’s College London, United Kingdom Angel Lin University of Hong Kong, Hong Kong Alastair Pennycook University of Technology, Sydney, Australia Educational Linguistics is dedicated to innovative studies of language use and language learning The series is based on the idea that there is a need for studies that break barriers Accordingly, it provides a space for research that crosses traditional disciplinary, theoretical, and/or methodological boundaries in ways that advance knowledge about language (in) education The series focuses on critical and contextualized work that offers alternatives to current approaches as well as practical, substantive ways forward Contributions explore the dynamic and multi-layered nature of theory-practice relationships, creative applications of linguistic and symbolic resources, individual and societal considerations, and diverse social spaces related to language learning The series publishes in-depth studies of educational innovation in contexts throughout the world: issues of linguistic equity and diversity; educational language policy; revalorization of indigenous languages; socially responsible (additional) language teaching; language assessment; first- and additional language literacy; language teacher education; language development and socialization in non-traditional settings; the integration of language across academic subjects; language and technology; and other relevant topics The Educational Linguistics series invites authors to contact the general editor with suggestions and/or proposals for new monographs or edited volumes For more information, please contact the publishing editor: Jolanda Voogd, Asssociate Publishing Editor, Springer, Van Godewijckstraat 30, 3300 AA Dordrecht, The Netherlands More information about this series at http://www.springer.com/series/5894 Gregory Hadley English for Academic Purposes in Neoliberal Universities: A Critical Grounded Theory Gregory Hadley Niigata University Niigata-shi, Niigata, Japan ISSN 1572-0292 ISBN 978-3-319-10448-5 ISBN 978-3-319-10449-2 (eBook) DOI 10.1007/978-3-319-10449-2 Springer Cham Heidelberg New York Dordrecht London Library of Congress Control Number: 2014953824 © Springer International Publishing Switzerland 2015 This work is subject to copyright All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer Permissions for use may be obtained through RightsLink at the Copyright Clearance Center Violations are liable to prosecution under the respective Copyright Law The use of general descriptive names, registered names, trademarks, service marks, etc in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made The publisher makes no warranty, express or implied, with respect to the material contained herein Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) Abstract As momentous changes continue to sweep across the world of higher education, tertiary-level English for Academic Purposes (EAP) is experiencing a time of painful professional transition In many higher educational institutions (HEIs), EAP units have been transferred from academic departments to administrative offices charged with international student recruitment and entrepreneurial talent development Conflict is a common feature as EAP teachers struggle to maintain their professional lives while working within new managerial systems that espouse very different views about the nature and purpose of Second Language Education This research showcases a grounded theory situated within this restive professional environment Drawing from in-depth interviews of over 90 informants at 18 higher educational institutions in the UK, Japan and the USA, this volume presents a new type of worker emerging from within EAP units Called Blended EAP Professionals (BLEAPs), this grounded theory critically highlights the processes and strategies used by these workers to survive the perilous organizational ‘Third Spaces’ within neoliberal universities Besides their teaching duties, successful BLEAPs spend most of their time in Hunting & Gathering, Weighing & Measuring, Molding & Shaping These processes are underwritten by the core social process of Professional Disarticulation This book unlocks properties and dynamics that support these social processes, and considers the implications of this critical grounded theory for Tertiary EAP as the profession approaches the middle of the twenty-first century v Acknowledgements I wish to thank my wife, Hiromi Hadley Were it not for her support and encouragement, this work would not have come to fruition Many thanks also to the following for their words of wisdom and scholarly insight during the various stages and iterations of this project: Corony Edwards, the University of Exeter, UK, and her scholarly spouse Dr Mohamed A Mahmoud; Dr Almut Koester, The Vienna University of Economics and Business; and Dr Robert Vanderplank, Jeremy Cresswell, Dr Alistair Ross, Dr Bent Flyvbjerg and Dr Paul Fiddes, all who are at The University of Oxford Thanks to Dr Kathy Charmaz, Sonoma State University, for her advice and empathetic understanding I appreciate the contribution of Dr Chris Kennedy, Professor Emeritus, University of Birmingham, UK, and to Dr Adrian Holliday, Canterbury Christ Church University, not only for playing the devil’s advocate, but also for inspiring me to strive even further to gain a critical awareness of the edges and limitations of this theory I deeply appreciate the feedback of Dr Francis Hult, Lund University, Helen van der Stelt, Jolanda Voogd and the reviewers at Springer, who greatly improved many aspects of this book And finally, my gratitude goes out to the anonymous informants who participated in this research Thank you for your words, actions, and insights Thank you as well for having the courage to share and for not losing your capacity to care, even during those times when painful changes at your universities put you in precarious places The world is a better place because of you vii Contents Setting the Stage: Context, Concepts, and Theoretical Constructions 1.1 Pivotal Events 1.2 Why This Book? 1.3 Key Concepts 1.3.1 Neoliberal Universities 1.3.2 English for Academic Purposes 1.3.3 Blended EAP Professionals 1.4 Critical Grounded Theory 1.4.1 Beginning Stage 1.4.2 Intermediate Stage 1.4.3 Final Stage 1.5 Practicing Reflexivity 1.5.1 Research Background and Paradigmatic Position 1.5.2 Composition Style, Transcription, and Data Collection 1.6 Structure of This Book 1 4 10 13 14 16 16 17 22 EAP in the Third Space of Neoliberal Universities 2.1 Introduction 2.2 The Shift to Vocationalism 2.3 Sociopolitical and Economic Scaffolding 2.3.1 Globalization and Higher Education 2.3.2 Massification 2.3.3 McDonaldization 2.4 Institutional Manifestations and Emergent Third Spaces 2.4.1 Distinguishing Between Universities: An HEI Typology 2.4.2 Enter the Third Space 2.5 Reconstructing EAP into Student Processing Units (SPUs) 2.5.1 From Collegiality to Command & Control 2.5.2 Mechanistic Models 2.6 Chapter Summary 25 25 25 30 30 32 33 34 34 37 39 40 41 43 ix 170 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Flow Management as a Control Maintenance Strategy 6.4 Making an Innovative Impact 6.5 Consequences of Molding & Shaping for Tertiary EAP 6.5.1 Surviving on Administrative Patronage